This booklet contains 56 printed pages.

AAT-20-I Test Booklet Code

Test Booklet No.

56 PAPER I / I
MAIN TEST BOOKLET /

I
Do not open this Test Booklet until you are asked to do so.

Read carefully the Instructions on the Back Cover of this Test Booklet.
Bg narjm nwpñVH$m Ho$ {nN>bo AmdaU na {XE JE {ZX}em| H$mo ܶmZ go n‹‹T>| &
INSTRUCTIONS FOR CANDIDATES
1. The OMR Answer Sheet is inside this Test Booklet. When
you are directed to open the Test Booklet, take out the
Answer Sheet and fill in the particulars on Side-1 and
Side-2 carefully with blue/black ball point pen only.
2. The test is of 2½ hours duration and consists of 150
questions. There is no negative marking.
3. Use Blue/Black Ball Point Pen only for writing particulars
on this page / marking responses in the Answer Sheet.
4. The CODE for this Booklet is I. Make sure that the CODE
printed on Side-2 of the Answer Sheet is the same as that on
this Booklet. Also ensure that your Test Booklet No. and
Answer Sheet No. are the same. In case of discrepancy, the
candidate should immediately report the matter to the
Invigilator for replacement of both the Test Booklet and the
Answer Sheet.
5. This Test Booklet has five Parts, I, II, III, IV and V, consisting
of 150 Objective Type Questions and each carries 1 mark :
Part-I : Child Development and Pedagogy (Q. Nos. 1-30)
Part-II : Mathematics (Q. Nos. 31-60)
Part-III : Environmental Studies (Q. Nos. 61-90)
Part-IV : Language I - (English/Hindi) (Q. Nos. 91-120)
Part-V : Language II - (English/Hindi) (Q. Nos. 121-150)
6. Part-IV contains 30 questions for Language-I and Part-V
contains 30 questions for Language-II. In this Test Booklet,
only questions pertaining to English and Hindi language have
been given. In case the language/s you have opted for as
Language-I and/or Language-II is a language other
than English or Hindi, please ask for a Supplement
Test Booklet of I Code that contains questions on that
language. The languages being answered must tally
with the languages opted for in your Application Form.
No change in languages is allowed.
7. Candidates are required to attempt questions in
Language-II (Part-V) in a language other than the
one chosen as Language-I (Part-IV) from the list of
languages.
8. Rough work should be done only in the space provided in the
Test Booklet for the same.
9. The answers are to be recorded on the OMR Answer Sheet
only. Mark your responses carefully. No whitener is allowed
for changing answers.
10. In case of any discrepancy in the English and Hindi versions
of questions/answers, English version will be taken as final.
1. OMR CÎma nÌ Bg narjm nwpñVH$m Ho$ AÝXa aIm h¡ & O~ AmnH$mo narjm
nwpñVH$m ImobZo H$mo H$hm OmE, Vmo CÎma nÌ {ZH$mb H$a n¥îR>- 1 Ed§
n¥îR>- 2 na ܶmZ go Ho$db Zrbo/H$mbo ~m°b nm°B§Q> noZ go {ddaU ^a| &
2. narjm H$s Ad{Y 2½ K§Q>o h¢ Ed§ narjm ‘| 150 àíZ h¢ & H$moB© F$UmË‘H$
A§H$Z Zht h¡ &
3. Bg n¥îR> na {ddaU A§{H$V H$aZo Ed§ CÎma nÌ na {ZemZ bJmZo Ho$ {bE
Ho$db Zrbo/H$mbo ~m°b nm°B§Q> noZ H$m à¶moJ H$a| &
4. Bg nwpñVH$m H$m g§Ho$V I h¡ & ¶h gw{ZpíMV H$a b| {H$ Bg nwpñVH$m H$m
g§Ho$V, CÎma nÌ Ho$ n¥îR>- 2 na N>no g§Ho$V go {‘bVm h¡ & ¶h ^r
gw{ZpíMV H$a b| {H$ narjm nwpñVH$m g§»¶m Am¡a CÎma nÌ g§»¶m {‘bVo
h¢ & AJa ¶h {^ÝZ hm| Vmo narjmWu Xÿgar narjm nwpñVH$m Am¡a CÎma nÌ
boZo Ho$ {bE {ZarjH$ H$mo VwaÝV AdJV H$amE± &
5. Bg narjm nwpñVH$m ‘| nm±M ^mJ I II III IV Am¡a V h¢, {OZ‘| 150
dñVw{ZîR>> àíZ h¢, VWm à˶oH$ 1 A§H$ H$m h¡ …
^mJ I ~mb {dH$mg d {ejmemó àíZ g§. 1 30
^mJ II J{UV àíZ g§. 31 60
^mJ III n¶m©daU Aܶ¶Z àíZ g§. 61 90
^mJ IV ^mfm I A§J«oµOr {hÝXr àíZ g§. 91 120
^mJ V ^mfm II A§J«oµOr {hÝXr àíZ g§. 121 150
^mJ IV ‘| ^mfm I Ho$ {bE 30 àíZ Am¡a ^mJ V ‘| ^mfm II Ho$ {bE 30
àíZ {XE JE h¢ & Bg narjm nwpñVH$m ‘| Ho$db A§J«oµOr d {hÝXr ^mfm go
g§~§{YV àíZ {XE JE h¢ & ¶{X ^mfm I Am¡a ¶m ^mfm II ‘| AmnHo$
Ûmam MwZr JB© ^mfm E± A§J «oµOr ¶m {hÝXr Ho$ Abmdm h¡/h¢, Vmo
H¥$n¶m I H$moS> dmbr Cg ^mfm dmbr n[a{eîQ> narjm nwpñVH$m ‘m±J
br{OE & {OZ ^mfmAm| Ho$ àíZm| Ho$ CÎma Amn Xo aho h¢ dh AmdoXZ nÌ ‘|
MwZr JB© ^mfmAm| go Adí¶ ‘ob ImZr Mm{hE & ^mfmAm| H$m n[adV©Z
AZw‘ݶ Zht h¡ &
7. narjmWu ^mfm II ^mJ V Ho$ {bE, ^mfm gyMr go Eogr ^mfm MwZ| Omo CZHo$
Ûmam ^mfm I ^mJ IV ‘| MwZr JB© ^mfm go {^ÝZ hmo &
8. a’$ H$m¶© narjm nwpñVH$m ‘| Bg à¶moOZ Ho$ {bE Xr JB© Imbr OJh na hr
H$a| &
9. g^r CÎma Ho$db OMR CÎma nÌ na hr A§{H$V H$a| & AnZo CÎma ܶmZnyd©H$
A§{H$V H$a| & CÎma ~XbZo hoVw ídoV a§OH$ H$m à¶moJ {Z{fÕ h¡ &
10. ¶{X A§J«oµOr Am¡a {hÝXr g§ñH$aU Ho$ àíZm|/CÎmam| ‘| H$moB© {dg§J{V hmo Vmo
A§J«oµOr g§ñH$aU A§{V‘ ‘mZm Om¶oJm &

Name of the Candidate (in Capital Letters) :

Roll Number : in figures

in words
Centre of Examination (in Capital Letters) :

Candidate’s Signature : Invigilator’s Signature :

Facsimile signature stamp of Centre Superintendent

I
I (2)
PART – I / –I
CHILD DEVELOPMENT AND PEDAGOGY /
Directions : Answer the following questions
(Q. Nos. 1 to 30) by selecting the correct/most
appropriate options.
1. After getting hurt during a play
activity, Rohan started crying. Seeing
this, his father responded, “Don’t
behave like girls, boys don’t cry”. This
statement by the father
(1) reflects gender stereotype.
(2) challenges gender stereotype.
(3) reduces gender bias.
(4) promotes gender equality.
2. In a progressive classroom
(1) a teacher should follow fixed
curriculum.
(2) the emphasis should be
competition among students.
(3) ample opportunities should be
provided for construction of
knowledge.
(4) students should be labelled on the
basis of their academic scores.
3. After observing that students are
struggling to proceed further on an
ongoing activity, a teacher decides to
provide cues and hints in form of
what, why, how. According to Lev
Vygotsky’s theory, this strategy of
teacher will
(1) demotivate the children to learn.
(2) act as a scaffold for learning.
(3) cause withdrawal tendency among
students.
(4) be meaningless in process of
learning.
P-I
 :   (.  1  30)  
   /    :
1.         
        ,
“     ;  
  ”     –
(1)      
(2)     
 
(3)       
(4)       
2.     –
(1)      
on
  
(2)      
 
(3)        
  
(4)      
     
3.    ,    
,      
  –‘, , ’   
        
,     –
(1)     
/  
(2)    / 
   
(3)   /  
 
(4)       
P-I (3) I
4. Which of the following is correct in the 4.         
context of socialization of children ?      ?
(1) School is a secondary (1)     
socialization agent and family is a      
primary socialization agent.     
(2) School is a primary socialization
(2)     
agent and peers are secondary
     
socialization agents.    
(3) Peers are primary socialization
(3)     
agents and family is a secondary
     
socialization agent.
   
(4) Family and mass-media both are
(4)   - 
secondary socialization agents.
     

5. Theory of multiple intelligence 5. -       –

emphasizes that
(1) -   
(1) Intelligence Quotient (IQ) can be
measured only by objective tests.
      
(2) Intelligence in one domain ensures (2)    ,  
intelligence in all other domains.
      
(3) There are several forms of
intelligences. (3)      
(4) There are no individual
(4)     
differences in intelligence.
   

6. According to Lawrence Kohlberg’s 6.      , “

theory, “Performing an act and doing    ,   
something because others approves   ”,    _____
it”, represents _________ stage of
    
morality.
(1) Pre-conventional
(1) -
(2) Conventional (2) 
(3) Post-conventional (3) -
(4) Formal conventional (4)  
I (4) P-I
7. Lev Vygotsky’s social-cultural 7.    -
perspective of learning emphasizes ,    _____  
importance of _________ in the     
learning process.
(1)  
(1) Cultural tools
(2) Attribution (2) 

(3) Motivation (3) 

(4) Equilibration (4) 

8. In his theory of cognitive development, 8.      

Jean Piaget explains cognitive  ,    _____
structures in terms of _________.       
(1) Psychological tools
(1)    
(2) Stimulus-response association
(2) -  
(3) Zone of proximal development
(3)    
(4) Schemas
(4) / 

9. Pre-operational stage in Jean Piaget’s 9.       

theory of cognitive development , -
     
characterizes _________.      ?
(1) Development of abstract thinking
(1)    
(2) Centration in thought
(2) /  
(3) Hypothetico deductive thinking
(3) - 
(4) Ability to conserve and seriate
objects. (4)       


10. Which of the following statement is 10.          
correct in context of development ?
  ?
(1) Development has the same rate of
growth across cultures for (1)   ,    
everyone.      
(2) Development occurs only through (2)      
learning that takes place in school.      
(3) Development occurs only during (3)      
the period of childhood.   
(4) Development is multi- (4)     
dimensional.
P-I (5) I
11. Sequence of development among 11.       
children from birth to adolescence is      ?
(1) sensory, concrete, abstract.
(1)  , , 
(2) abstract, sensory, concrete.
(2) ,  , 
(3) concrete, abstract, sensory.
(3) , ,  
(4) abstract, concrete, sensory.
(4) , ,  

12. Individual differences in a progressive 12.      

classroom should be treated as       ?
(1) a hindrance to the process of learning.
(1)      
(2) a failure on the part of teacher.
(2)      
(3) criteria for making ability-based
groups.
(3) -   
 
(4) important for planning of
teaching-learning process. (4) -   
   

13. In an Inclusive classroom emphasis 13.     _____   
should be on  
(1) performance oriented goals.
(1) - 
(2) undifferentiated instructions
(2) / 
(3) segregation of students based on
their social identity. (3)       

(4) providing opportunities aiming at
maximizing potential of individual (4)       
children.     

14. According to Right of Persons with 14.    (2016) 
Disabilities Act (2016), which of the ,       
following term is appropriate to use ?   ?
(1) Retarded student (1)  
(2) Handicapped student (2)  
(3) Student with physical disability (3)      
(4) Student with crippled body (4)      
I (6) P-I
15. In order to address the needs of 15.       
students who are facing learning     ,   
difficulties, a teacher should NOT
    ?
(1) use multiple audio-visual aids.
(1) -    
(2) use constructive pedagogical
(2)    
approaches.
 
(3) do individualized educational
(3)     
planning.
(4)     
(4) practice rigid structures for
pedagogy and assessment.    

16. _________ is the primary identifying 16.       
feature of creativity.  ?
(1) Low comprehension (1)  /
(2) Divergent thinking (2)  
(3) Hyperactivity (3) 
(4) Inattentiveness (4) 

17. In order to address learners from 17.     
diverse backgrounds, a teacher should   ,    –
(1) avoid talking about aspects related (1)        
to diversity.  
(2) draw examples from diverse
(2)       
settings.
(3)      
(3) use standardized assessment for
   
all.
(4)       
(4) use statements that strengthen
negative stereotypes.
   
  

18. Problem-solving abilities can be 18. -    
facilitated by      ?
(1) focusing on drill and practice. (1)      
(2) encouraging fixed process of  
solving the problems. (2)       

(3) encouraging use of analogies.

    
(3)       
(4) generating fear among students.
(4)        
P-I (7) I
19. Motivation to learn can be sustained 19.       
by     ?
(1) punishing the child. (1)     
(2) focusing on mastery-oriented (2) -   
goals.  
(3) giving very easy tasks to children. (3)     
(4) focusing on rote-memorisation.  
(4)       

20. Shame _________ 20.  _____

(1) has no relation to cognition. (1)        
(2) can have negative impact on (2)      
cognition.   
(3) is very effective to motivate the (3)       
children to learn.
    
(4) should be generated frequently in
(4)    -  
teaching-learning process.
    

21. Which of the following is most 21.    -  

effective mode of teaching-learning ?
     ?
(1) Rote memorization of content
(1) -    
(2) Exploration of relationships
(2)     
between concepts
(3)     
(3) Observation without analysis
(4) /  
(4) Imitation and repetition

22. A teacher should analyse the various
errors made by students on a given
task because
(1) she can decide degree
punishment accordingly.
(2) understanding of errors are
meaningful in the teaching-
learning process.
(3) she can segregate those who made
more errors in comparison to
others.
(4) learning is solely based
correction of errors.
22.   ,    
       
, 
of
(1)       
    
(2)   , -
     
(3)       
       
  
on (4)       
 
I (8) P-I
23. It is difficult for children to learn 23.       ,  –
when
(1)  -    
(1) information is presented in
 
disconnected chunks.
(2)       
(2) they are intrinsically motivated.
(3) learning is socially contextualized. (3)      

(4) content is represented through (4) -     
multiple ways.   

24. Best state of learning is 24.        ?

(1) high arousal, high fear. (1)  ,  
(2) low arousal, high fear. (2)  ,  
(3) moderate arousal, no fear. (3)  ,   
(4) no arousal, no fear. (4)   ,   

25. Constructivist view of learning 25.       
suggests that children ________       –
construction of their own knowledge. (1)       
(1) have no role to play in
(2)        
(2) are solely dependent on adults for  
(3) play an active role in
(3)      
(4) are solely dependent on textbooks
(4)     -  
in
  

26. Which of the following belief is good 26.       - 
for learning ?   ?
(1) Ability is improvable. (1)    
(2) Ability is fixed. (2)    
(3) Efforts don’t make any difference.
(3)       
(4) Failure is uncontrollable.
(4)    

27. Conceptual understanding among 27.    - ,  

students is likely to improve in the      
settings which emphasise on   ?
(1) competitions. (1)   
(2) textbook-centric pedagogy. (2) -- 
(3) frequent examinations. (3)  
(4) inquiry and dialogue. (4)   
P-I (9) I
28. During a task, Saina is talking to 28.    ,      
herself about ways she can proceed on          
the task. According to Lev Vygotsky’s        /
ideas on language and thought; this        ,  
kind of ‘private speech’ is a sign of  ‘ ’    ?
(1) Cognitive immaturity. (1)  
(2) Self-regulation. (2) : 
(3) Ego-centricism. (3) -
(4) Psychological disorder. (4)   

29. Evaluation practices should aim at 29.       –
(1) labelling of students.
(1)     
(2) segregation of students for ability-
(2) -   
based groups.    
(3) identifying students’ needs and (3)    
requirements.     
(4) identification of high-achievers for (4) -  - 
prize distribution.       

30. Individual differences in development 30.       
of children can be attributed to        ?
(1) heredity only. (1)    
(2) environment only. (2)   
(3) neither heredity nor environment. (3)      
(4) interplay of heredity and (4)    
environment.  
I (10) P-I
PART – II / – II
MATHEMATICS /
Directions : Answer the following questions by  :       
selecting the correct/most appropriate options.  /    :
31. In how many ways, 48 small squares 31. 1 cm  1 cm  48    
of 1 cm  1 cm can be arranged so        ,
that the resulting area is 48 cm2 ?
   48 cm2  ?
(1) 6
(1) 6
(2) 4
(2) 4
(3) 5
(3) 5
(4) 2
(4) 2

32. In school assembly, students of a class

32.         
are standing in a line. Ruhi is 19th
          19
from both ends. How many students
are present in that class ?
        
(1) 38   ?
(2) 37 (1) 38
(3) 36 (2) 37
(4) 40 (3) 36
(4) 40
33. Asmita reaches school for a meeting 33.      8.30 am  15
15 minutes before 8.30 am. She         
reached half an hour earlier than her   ,      40
colleague who is 40 minutes late for         
meeting. What is the scheduled time
   ?
of the meeting ?
(1) 8.15 am (1) 8.15 am
(2) 9.10 am (2) 9.10 am
(3) 8.45 am (3) 8.45 am
(4) 8.05 am (4) 8.05 am

SPACE FOR ROUGH WORK /

P-I (11) I
34. A number is larger than half of 100. It 34.   100       
is more than 6 tens and less than 8
6     8     
tens. The sum of its digits is 9. The
tens digit is the double of the ones     9      
digit. What is the number ?            ?
(1) 72 (1) 72
(2) 63 (2) 63
(3) 54 (3) 54
(4) 81 (4) 81

35. The rates of various stationery items 35.   (-)  
are given below :      
A packet of crayons - ` 15.50
    - ` 15.50
A packet of pencils - ` 14.00
    - ` 14.00
A packet of sketch
pens - ` 22.50      - ` 22.50

One scissors - ` 17.00   - ` 17.00

One eraser - ` 2.00   - ` 2.00
One sheet of glazed    
paper - ` 2.50
 () - ` 2.50
A pack of decorative
stickers - ` 5.00     - ` 5.00
Sohail buys one packet of crayons, 
two packets of pencils, one packet of

    ,   , 
sketch pens, one scissors, 5 sheets of
glazed papers and one pack of   ,  ,   
decorative stickers. How much would 5        
he be required to pay ?      ?
(1) ` 98.00
(1) ` 98.00
(2) ` 86.50 (2) ` 86.50
(3) ` 100.50 (3) ` 100.50
(4) ` 102.00 (4) ` 102.00

SPACE FOR ROUGH WORK /

I (12) P-I

36. A train starts from Patna on 30th May, 36.     30 , 2020  23:40
2020 at 23:40 hours and reaches       1 , 2020 
Mumbai on 1st June, 2020 at 5:15 5:15         
hours. What is the total travel time of     ?
train ?
(1) 28  20 
(1) 28 hours 20 minutes
(2) 29  35 
(2) 29 hours 35 minutes

(3) 29 hours 15 minutes (3) 29  15 

(4) 28 hours 25 minutes (4) 28  25 

37. In a five digit number, the digit at the
hundreds place is three-fourth of the
digit at ten thousands place and the
digit at tens place is two-third of the
digit at hundreds place. The digit at
tens place is square of the smallest
prime number and the digit at
thousands place is the largest single
digit prime number. If the digit at unit
place is the largest single digit odd
number, then the number is
37.         
       -
        
   -      
       
       
        
       
,   
(1) 87649

(1) 87649 (2) 49327

(2) 49327
(3) 83419
(3) 83419
(4) 42937
(4) 42937

SPACE FOR ROUGH WORK /

P-I (13) I

38. What should be subtracted from the 38. 17863    8008, 8088  8808
sum of 8008, 8088 and 8808 to obtain        ?
17863 ?
(1) 6121
(1) 6121
(2) 6131
(2) 6131

(3) 7041 (3) 7041

(4) 7141 (4) 7141

39. A bucket of 16 litres capacity is filled 39. 16        
to the brim with water. Water from           
this bucket is to be transferred into
-         
smaller utensils. A mug filled to
     (Mug)  50 
capacity has to be dipped 50 times to
  -   
completely transfer the water in the
bucket into the utensils. What is the          ?
capacity of the mug ?
(1) 225 mL
(1) 225 mL
(2) 250 mL
(2) 250 mL

(3) 275 mL (3) 275 mL

(4) 320 mL (4) 320 mL

SPACE FOR ROUGH WORK /

I (14) P-I
40. A taxi meter shows charges of ` 50 for 40.      2   
the first two kilometres of journey and   ` 50       
` 16 for every subsequent kilometre
travelled. Manju pays ` 258 as fare to       ` 16  
travel from her house to the railway           
station. How far is the railway station     ` 258     
from her home ?        ?
(1) 12 km
(1) 12 km
(2) 13 km
(2) 13 km
(3) 15 km
(3) 15 km
(4) 18 km (4) 18 km
41. The following table shows marks 41.      
obtained out of 100 by Maria and
100          
Shehnaz in five subjects :
Maria Shehnaz
 
English 74 81   74 81

Maths 88 78  88 78

Social Science 65 77   65 77

Hindi 73 72  73 72

Science 90 82
Based on the table above identify the
correct statement from among the
following :
(1) Maria has scored more marks than
Shehnaz in all the subjects except
the languages.
(2) Maria has scored more marks than
Shehnaz in only two subjects.
(3) Shehnaz’s aggregate marks in
Maths and Science are more than
Maria’s aggregate marks in these
subjects.
(4) The aggregate marks of Maria and
Shehnaz are equal.
SPACE FOR ROUGH WORK /
 90 82
       
      :
(1)   ,   
      
  
(2)        
     
(3)       
      
    
(4)      
  
P-I
42. Which of the following is a desirable
teaching-learning practice in the
context of Mathematics ?
(1) Open ended questions should be
avoided to prevent confusion.
(2) Intuitive understanding of
concepts should be encouraged.
(3) Open book tests should be
avoided.
(4) Students should be told to follow
the prescribed steps of solving
problems.
43. Following are some questions posed
by the teacher in the mathematics
classroom :
A. What is the area of the rectangle
whose one side is 5 cm and
perimeter is 30 cm ?
B. Find a set of numbers whose
median is 4.
C. List all prime numbers between
0-8.
D. Tell me anything mathematical
information you know about
rectangles.
(1) A & B are closed ended questions
and C & D are open ended
questions.
(2) A, B & C are closed ended and D
is open ended question.
(3) A is closed ended and B, C & D
are open ended questions.
(4) A & C are closed ended and B &
D are open ended questions.
SPACE FOR ROUGH WORK /
(15) I
42.   –   
       ?
(1)        
( )     
(2)     
   
(3)       
(4)      
       
  
43.       
     :
A.      , 
  5 cm   30 cm  ?
B.      
  4  
C. 0-8     
   
D.       
  ,   
(1) A  B       C  D
     
(2) A, B  C       D
     
(3) A       B, C  D
     
(4) A  C       B 
D      
I (16) P-I

44. Which of the following is least likely 44.   -    
to impact teaching-learning in        ?
mathematics ?
(1)      
(1) Enhanced quality of feedback
(2)       
(2) Using results of assessment to

modify teaching    

(3) Knowing ways in which (3)     

assessment affected the      
confidence of learners.
   
(4) Providing complete solutions to
(4)         
students’ wrong answers.

45. Rohit realises that square is both a 45.        
rhombus and a rectangle. He is at
  ,        
what stage of Van Hiele’s visual
        ?
thinking ?

(1) Level 0 (Recognition)

(1)  0 ()

(2) Level 1 (Analysis) (2)  1 ()

(3) Level 2 (Relationships) (3)  2 ( )

(4) Level 3 (Deduction) (4)  3 ()

SPACE FOR ROUGH WORK /

P-I (17) I
46. “The sum of any two whole numbers
46. “       
is a whole number.”
   ”
This property of whole numbers is
       
referred to as
    
(1) closure property
(1)  
(2) commutative property (2)  
(3) associative property (3)  
(4) distributive property (4)  

47. Which of the following statements 47.   –   

regarding mathematics teaching-          ?
learning is incorrect ?
(1)     
(1) Mathematical learning is a social
process involving dialogue.
     

(2) Culture and context has no role in (2)       
constructing mathematical       
knowledge.
(3)     
(3) Mathematical knowledge can be
created in primary class students      
through observation of pattern and       
generalisations.
 
(4) Argumentation and negotiation
play an important role in creating (4)        
mathematical knowledge.      
SPACE FOR ROUGH WORK /
I (18) P-I

48. Which of the following statements 48.    ‘’    
is/are true regarding teaching         ?
‘Numbers’ at primary level ?
A.     
A. Intuitive understanding of     
numbers should be encouraged.
B.      
B. Writing numbers should be
 
taught in sequence.
C. Writing of numbers as C.      
Numerals should preceed      
counting.
D.     
D. Order irrelevance of numbers    
should be encouraged.
(1) A  B
(1) A and B
(2) B  C
(2) B and C
(3) A and D (3) A  D

(4) C and D (4) C  D

49. Which of the following is the most 49.       
important aspect of teaching of       
mathematics at primary level ?   ?
(1) Making mathematics part of (1)        
children’s life experiences.   
(2) Developing rigour in calculations. (2)      
(3)       
(3) Preparing for higher education
and employment.  
(4)      
(4) Promoting and preparing for
technology.
 
SPACE FOR ROUGH WORK /
P-I (19) I
50. Which of the following activities is 50.     
most likely to develop spatial     ( 
reasoning among students ?
)     
(1) Identifying patterns in a number-
 ?
chart
(1)        
(2) Solving Sudoku puzzles
(2)      
(3) Identifying tessellating figures
(3)     
(4) Drawing bar graphs to represent (4)       
data
  

51. Which of the following is most 51.        
suitable for teaching children the
       ?
concept of fractions ?
(1) Abacus (1) 
(2) Geoboards (2) 
(3) Number charts (3)  
(4) Cuisenaire rods (4)  

52. Which of the following statements is

52.         
NOT correct with regard to nature of
mathematics ?       ?
(1) Argumentation skill is important (1)       
in construction of mathematical
  
knowledge.
(2) Mathematical concepts are (2)     
hierarchical in nature.  
(3) Primary level mathematics is
concrete and does not require (3)       
abstraction.      
(4) Mathematics uses special (4)        
vocabulary to communicate ideas
precisely.
      
SPACE FOR ROUGH WORK /
I (20) P-I

53. In which of the following statements, 53.        
number ‘three’ is used in ordinal sense ?       ?

(1) I live on the third floor of this (1)        
building.
 
(2) This house has three rooms.
(2)       
(3) All groups have three team
members. (3)        

(4) This box contains many sets of (4)        
three pencils.  

54. Identify the correct statement. 54.     :

(1) If two figures have same area, (1)       ,
their perimeters are equal.      

(2) If two figures have same (2)       ,
perimeter, their areas are equal.      

(3) The units of perimeter and area

(3)      
are same.   
(4)      
(4) The shape of figure determines
the perimeter.
    

SPACE FOR ROUGH WORK /

P-I
55. Identify the correct statement with
respect to the mathematics
curriculum.
(1) The foundation of algebraic
thinking can be laid at primary
level.
(2) The concept of fractions should be
introduced only at upper primary
level.
(3) The concept of negative numbers
should be introduced at primary
level for better understanding.
(4) The concept of area-measurement
should be introduced only at
upper primary level.
56. Identify the correct statement with
regard to introducing the concept of
triangles at primary level.
(1) Definition of a triangle should be
provided first.
(2) Children should only be exposed
to equilateral triangles to avoid
confusion.
(3) Children should be exposed to
triangles of all types but exposure
to other figures should be avoided.
(4) Children should be exposed to
triangles of all types and also to
other figures.
SPACE FOR ROUGH WORK /
(21) I
55.        
 
(1)     
      
(2)      
      
(3)       
    
     
(4) -    
     
 
56.       
       
 
(1)       
  
(2)        
      
(3)       
     
     
(4)        
    
 
I (22) P-I

57. In a division sum, the divisor is 5 57.      ,  

times the quotient and twice the 5          

remainder. If the remainder is 5, what

 5 ,     ?

is the number ?
(1) 52
(1) 52

(2) 15
(2) 15

(3) 25 (3) 25

(4) 48
(4) 48

58. The sum of five consecutive numbers 58.      20   
is 20. What is the sum of first three        ?
consecutive numbers ?
(1) 5
(1) 5
(2) 9
(2) 9

(3) 11
(3) 11

(4) 12 (4) 12

SPACE FOR ROUGH WORK /

P-I (23) I

59. A wire in the form of a square
encloses an area of 144 cm2. How
much area is enclosed if the same wire
is bent in the form of a rectangle of
length 16 cm ?
59.       144 cm2  
          
     16 cm , 
    ?

(1) 124 cm2

(1) 124 cm2

(2) 48 cm2 (2) 48 cm2

(3) 128 cm2 (3) 128 cm2

(4) 96 cm2 (4) 96 cm2

60. Amongst the following fractions, the 60.        
largest and second largest fractions,    :  :
respectively are
5,3,1,2,3
5,3,1,2,3 6 4 2 3 5
6 4 2 3 5
5 3
5 3
(1)
6
 4
(1) and
6 4
5 3
5 3
(2)
6
 5
(2) and
6 5
3 2
3 2
(3)
5
 3
(3) and
5 3
3 1
3 1
(4)
4
 2
(4) and
4 2
SPACE FOR ROUGH WORK /
I (24) P-I
PART – III / – III
ENVIRONMENTAL STUDIES /

Directions : Answer the following questions by  :       
selecting the correct/most appropriate options.
/    :
61. Which one of the following is NOT a 61.         
Union Territory of India ?     ?
(1) Laddakh (1) 
(2) Jammu & Kashmir
(2)   
(3) Manipur
(3) 
(4) Chandigarh
(4) 

62. Which among the following produce 62.       
crude oil (Petroleum) ? ()    ?
(1) Bombay High and West Bengal (1)     
(2) Assam and Odisha (2)   
(3) Gujarat and Tamil Nadu (3)   
(4) Bihar and Bombay High
(4)    

63. The Constitution of our country was 63.       
prepared under the leadership of        ?
(1) Mohandas Karamchand Gandhi (1)   
(2) Sardar Vallabh Bhai Patel
(2)    
(3) Dr. Bhim Rao Baba Saheb
(3) .     
Ambedkar
(4) Sarvapalli Dr. Radha Krishnan (4)  .  

64. Consider the following functions for 64.         
plants :     :
A. To give support to the plant A.     
B. To provide humus B.    
C. To store food C.   /   
D. To absorb water and minerals D.       
The functions of roots are       :
(1) A and B only (1)  A  B
(2) C and D only (2)  C  D
(3) B, C and D (3) B, C  D
(4) A, C and D (4) A, C  D
P-I (25) I

65. Pochampalli is a town of Southern 65.       

State of India which is famous for its        
beautifully designed bright-coloured      
Pochampalli sarees and for the special    ,   
kind of weave which is also called   ,        
Pochampalli. This town is now a part      ?
of
(1) 
(1) Karnataka
(2) 
(2) Kerala
(3)  
(3) Telangana
(4) 
(4) Tamil Nadu

66. Select from the following a group of 66.         
eatables each member of which is rich        
in iron.     
(1) Jaggery, Amla, Tomato (1) , , 
(2) Amla, Spinach, Jaggery (2) , , 
(3) Amla, Cabbage, Tomato (3) , , 
(4) Cabbage, Amla, Spinach (4) , , 

67. Select from the following a group of 67.        
birds each member of which is able to        
see distinctly the object four times as        
far as we can see.   
(1) Doves, Crows, Peacocks (1) , , 
(2) Eagles, Pigeons, Parrots (2) , , 
(3) Crows, Kites, Nightingales (3) , , 
(4) Eagles, Kites, Vultures
(4) , , 
I (26) P-I

68. In which one of the following states 68.         
most villagers construct their wooden        
houses 3 to 3.5 m above the ground on      3  3.5   
strong bamboo pillars with sloping
   ?
roofs ?
(1) 
(1) Rajasthan
(2) Laddakh
(2) 
(3) Assam (3) 
(4) Odisha (4) 

69. With respect to the location of Delhi
on the map of India the directions of
the locations of Gandhinagar (Capital
of Gujarat) and Patna (Capital of
Bihar) respective are
(1) south-east and south-west
(2) south-west and south-east
(3) north-east and south-west
(4) south-west and north-east
69.         
 (  )  
(  )   : 
(1) -  -
(2) -  -
(3) -  -
(4) -  -

70. Which one of the following did
experiments with pea plants and
found that pea plant has some traits
which come in pairs - such as rough or
smooth, tall or short, yellow or green
etc. ?
70.         
         
         
    ,   ,  
, 

(1) Dr. M.S. Swaminathan

(1) . .. 

(2) Gregor Johann Mendel (2)   

(3) George Mestral (3)  
(4) Charles Darwin (4)  
P-I (27) I

71. Which of the following is one of the six 71.       2005 
themes suggested in the EVS syllabus       
as per NCF 2005 ?      ?
(1) Material (1) 
(2) Natural Resources (2)  

(3) Things we make and do (3)         
(4)      
(4) How things work

72. What should be avoided in anecdotal 72.       
records ?  ?
a. Identifying mainly problematic a.      
situations   
b. Making statements of b.      
judgement
c.     
c. Identifying strengths and
 
weaknesses
d.       
d. Identifying child’s areas of
interests and relationships, etc.
  
(1) a and b (1) a  b

(2) c and d (2) c  d

(3) a, b and c (3) a, b  c

(4) a, c and d (4) a, c  d

73. How will you plan for an integrated 73.        
EVS classroom ?   ?
(1) Combine two or more subject (1)         
areas into one lesson.  
(2) Separate all the subjects into a
(2)      
different plans.
  
(3) Arrange separate teachers for
(3)      
science and social science.
     
(4) Arrange separate teacher
specializing in environmental (4)     
science     
I (28) P-I
74. Puneet gave his class V learners an 74.     5    
outline of human body and asked         
them to draw the digestive system          
before teaching chapter on food.
  
Puneet wanted to
(1)     
(1) test if learners could make
labelled diagrams.     
(2) elicit learners’ ideas about (2)       
digestion.    
(3) identify learners with good (3)      
drawing skills.   
(4) evaluate learners on the process of (4)      
digestion.   

75. Which of the following is not correct 75.       
with respect to formative assessment ?      ?
(1) It is to be reported in every (1)       
quarter of report card.     
(2) It helps the teacher in taking (2)       
timely action for enhancing       
learning.    
(3) It is to monitor student’s progress. (3)       
(4) Any information on learning of  
child can help in formative
(4)       
assessment.
       
76. Smita wanted to sensitize her learners 76.       
about gender disparity and       
stereotypes related to work. What        
should Smita choose to do in her class
       
from the following suggestions ?
 ?
(1) Present students with stereotypical
(1)      
models.
 
(2) Show flashcards of different kinds
(2)       
of work.
 
(3) Ask only boys to sweep the
(3)       
classroom daily.
   
(4) Invite a student’s mother to class (4)        
who is an auto driver.
     
P-I (29) I

77. Smayan of class V usually does not do 77.  V      
his given class work. The best           
measure to address the situation could        
be to
(1)      
(1) talk to him to find his difficulty      
and adjust class work accordingly.       
(2) make another child help complete (2)        
his class work.       
(3) talk to parents and counsel them.
(3) -      
(4) give him alternative and simpler  
home work.
(4)       

78. Muskan organized a debate on the 78.   “    
topic ‘Use of diesel vehicles in    ”   
transportation should be prohibited’.
-      
What is the purpose of organizing this
debate by Muskan in classroom ?
      - 
     ?
(1) She wants to sensitize students on
the need to ban diesel vehicles (1)        
completely in transportation.      
(2) It would help in knowing        
student’s views and correcting
them.
(2)        
     
(3) She wants to sensitise students on
advantages of using modern (3)       
vehicles.         
(4) It helps students in appreciating
(4)        
multiple perspectives on this
issue.
       

79. Mapping skills in EVS help develop 79.    
(1) the skill of drawing landscapes (1)      
  
(2) the skill of predicting and
(2)      
calculating
   
(3) recording skill (3)       
(4) understanding of relative position (4)       
of places    
I (30) P-I

80. The integrated nature of EVS helps to 80.      
(1) reduce the curriculum load and (1)       
introduce specific topics.       
(2) reduce curriculum load and help (2)       
children to learn meaningfully.   
   
(3) follow child-centered approach (3)      
and introduce larger number of      
concepts.    
(4) learn from information and (4)       
description provided.
 

81. Which of the following is NOT a 81.        
broad indicator of EVS assessment ?       ?
(1) Co-operation (1) 
(2) Concern for justice (2)    
(3) Concern for equality (3)    
(4) Concept mapping (4)  

82. There is a paragraph in class V EVS 82.        
textbook based on Al-Biruni’s   -   
observation of construction of ponds    5    -
in India some thousand years ago.         
What would be the purpose of      ?
including this paragraph ? a.       
a. It helps learners to identify       
sources of history. b.     
b. It helps learners to improve       
their recording of observations.   
c. It helps learners to appreciate c.     1000 
technology present in India      
some 1000 years back.       
d. It helps learners to appreciate d.       
the role of evidence in history.       
(1) a, b, c  
(1) a, b, c
(2) a, c, d (2) a, c, d
(3) only a & d (3)  a  d
(4) only a & c (4)  a  c
P-I (31) I

83. With over fifty students in her class,
Vani wants to engage them in an
activity which involves maximum
number of senses to enhance learning.
Which of the following activities will
be suitable for this purpose ?
(1) inviting resource persons from
community to demonstrate their
skills.
(2) encouraging group discussion.
(3) using smart classroom for relevant
a-v material.
(4) organizing field trip to a nearby
place.
83.         
       
,       
          
       ?
(1)       
     
(2)      
(3)  -     -
    
(4)        
  

84. Why does Iqra encourage her learners 84.      
to read newspaper and magazines in -      
EVS ?      ?
(1) These are entertaining resources
(1)      
available.
(2)       
(2) These help learners to engage
     
with the real world.
(3) These help learners to become (3)      
independent.    
(4) These help learners become (4)       
competitive.

85. Questioning as a strategy in teaching- 85. -      
learning of EVS is used for       
(1) Maintaining discipline (1)      
(2) Drawing attention (2)    
(3) Promoting adherence to rules (3)        
(4) Arousing curiosity in classroom (4) -      
I (32) P-I

86. In which one of the following states 86.          

the meaning of “Torang” is jungle ?   –  ?

(1) Assam (1) 

(2) Odisha (2) 

(3) Mizoram (3) 

(4) Jharkhand (4) 

87. Your house is located at X and your
school is located at Y. Although your
school is just opposite but you cannot
go straight because of the busy
highway in between. So, you first go
87.   X     
 Y      
       
        
        125 m 

125 m due south, then cross a 100 m  ,     100 m  

long subway which is due east and           

finally reach your school at Y which is 125 m   Y    

125 m due north. With respect to   Y     X   

school at Y your house at X is    ?

(1) 125 m due south (1) 125 m  

(2) 100 m due east (2) 100 m  

(3) 100 m due west (3) 100 m  

(4) 125 m due north (4) 125 m  

P-I (33) I

88. A boy boarded a train on 4th June,
2020 at Nagarcoil for Madgaon. The
train departed at 22:30 hours from
Nagarcoil and reached Madgaon at
04:30 hours on 6th June, 2020. If the
distance covered by the train during
this time interval is 1145 km, the
average speed of the train was nearly
(1) 36.5 km/h
88.       
 4 , 2020     
    22.30   
  6 , 2020  04:30 
       
  1145 km   ,  
      ?
(1) 36.5 km/h

(2) 38.5 km/h (2) 38.5 km/h

(3) 40.5 km/h (3) 40.5 km/h
(4) 42.5 km/h (4) 42.5 km/h

89. Which one of the following statements 89.       
is NOT true for the honeybees and         ?
beehives ?
(1)         
(1) Every beehive has one queen bee
   
that lays eggs.
(2)      
(2) Male bees are very important for
   
the hives.

(3) Most of the bees in the hive are (3)       
worker bees.    
(4) There are only a few males in the (4)       
hive.  

90. Today we cannot think of food 90.         
without chillies. These were brought          
to our country by traders coming  
from
(1)  
(1) Afghanistan
(2)  
(2) England
(3)   
(3) South America
(4) South Africa
(4)   
I (34) P-I
PART – IV
LANGUAGE – I
ENGLISH

IMPORTANT : Candidates should attempt questions from Part – IV (Q. No. 91-120),
if they have opted for ENGLISH as LANGUAGE – I only.

Directions : Read the passage given below 3.
and answer the questions that follow
(Q. Nos. 91 to 99), by selecting the correct/
most appropriate options :
1. Each drop represents a little bit of
creation and of life itself. When the
monsoon brings to northern India the
first rains of summer, the parched earth
opens its pores and quenches its thirst
with a hiss of ecstasy. After baking in
the sun for the last few months, the land
looks cracked, dusty and tired. Now,
almost overnight, new grass springs up,
there is renewal everywhere, and the
damp earth releases a fragrance sweeter
than any devised by man.
2. Water brings joy to earth, grass, leaf-
bud, blossom, insect, bird, animal and
91.
the pounding heart of man. Small
children run out of their homes to romp
naked in the rain. Buffaloes, which have
spent the summer listlessly around lakes
gone dry, now plunge into a heaven of
muddy water. Soon the lakes and rivers
will overflow with the monsoon’s
generosity. Trekking in the Himalayan
foothills, I recently walked for
kilometres without encountering 92.
habitation. I was just scolding myself
for not having brought along a water-
bottle, when I came across a patch of
green on a rock face. I parted a curtain of
tender maiden hair fern and discovered a
tiny spring issuing from the rock-nectar
for the thirsty traveller.
I stayed there for hours, watching the
water descend, drop by drop, into a tiny
casement in the rocks. Each drop
reflected creation. That same spring, I
later discovered, joined other springs to
form a swift, tumbling stream, which
went cascading down the hill into other
streams until, in the plains, it became
part of a river. And that river flowed into
another mightier river that kilometres
later emptied into the ocean. Be like
water, taught Laotzu, philosopher and
founder of Taoism. Soft and limpid, it
finds its way through, over or under any
obstacle. It does not quarrel; it simply
moves on.
Children respond to the first rains of
summer by
(1) giving shouts of joy.
(2) floating paper boats in water.
(3) running and playing in the rain.
(4) singing songs.
The tiny spring issuing from the rock
is hidden by
(1) thick moss.
(2) maiden hair fern.
(3) bushes and creepers.
(4) tall grass.
P-I (35) I
93. To become part of a river, a tiny drop
97. Which part of the following sentence
has to
contains an error ?
(1) have a lot of strength.
He knew that he will go back
(2) depend on external forces. (a) (b) (c)
(3) suffer a lot. on his promise
.
(d)
(4) merge its identity.
(1) (a)
94. Which of the following words is most
(2) (b)
similar in meaning to the word
‘pounding’ as used in para 2 of the (3) (c)
passage ?
(4) (d)
(1) shaking
(2) benumbing
(3) palpitating 98. Which of the following statements is
(4) sinking
not true ?

(1) There is renewal everywhere.

95. Which one of the following words is
most opposite in meaning to the word (2) New grasses spring up.
‘descend’ (para 3) as used in the
(3) The sweltering heat comes to an
passage ?
end.
(1) flow
(2) ascend (4) The damp earth releases a sweet

(3) hover fragrance.

(4) zoom

99. The earth does not look _______

96. Which part of speech is the underlined
before the onset of the monsoon.
word in the following sentence ?
Almost overnight new grass spring up. (1) cracked

(1) Preposition (2) brown

(2) Pronoun
(3) dusty
(3) Adjective
(4) Adverb (4) tired
I (36) P-I
Directions : Read the poem given below and 102. Which of the following statements is
answer the questions that follow (Q. not true in the context of the poem ?
Nos. 100 to 105) by selecting the
correct/most appropriate options : (1) The tree welcomes the snow on its
I think that I shall never see bosom.
A poem lovely as a tree.
(2) The tree symbolizes strength and
A tree whose hungry mouth is prest stability.
Against the earth’s sweet flowing breast;
(3) The tree allows birds to build their
A tree that looks at God all day, nests in it.
And lifts her leafy arms to pray;
(4) It lives closely with rain.
A tree that may in Summer wear
A nest of robins in her hair;
103. Name the figure of speech used in
Upon whose bosom snow has lain; lines 3 and 4.
Who intimately lives with rain.
(1) Simile
Poems are made by fools like me,
(2) Personification
But only God can make a tree.
(3) Metonymy
100. The tree presses its mouth against the (4) Alliteration
sweet earth’s flowing breast to

(1) express its gratitude to it. 104. Identify and name the figure of speech
used in ‘Poems are made by fools like
(2) draw sustenance from it. me’.

(3) draw inspiration from it. (1) Metaphor

(2) Personification
(4) express its love for it.
(3) Simile

(4) Hyperbole

101. The tree prays to God by

105. The word, ‘mouth’ in line 3 refers to
(1) swinging its branches.
the ________ of the tree.

(2) lifting her arms. (1) crown

(2) branches
(3) producing fruit and flowers.
(3) trunk
(4) providing shade to travellers. (4) roots
P-I (37) I
Directions : Answer the following questions 109. In a language class students are
by selecting the most appropriate memorizing the dialogues through
options.
drill and practice and the teacher is
correcting their pronunciation,
106. A language teacher firstly, asks
mistakes immediately. They are
students to introduce themselves to
practising the dialogues in chorus. The
each other in the class. Then she asks
them to introduce their friend to each teacher is following the

other. This activity will help them to (1) Direct method

increase
(2) Natural method
(1) BICS
(3) Audiolingual method
(2) CALP
(3) PPPP (4) CLT method

(4) ELT
110. The oral errors of the students can be
107. Literature should be included in best corrected if the teacher

language classroom because (1) corrects an error directly after the

student has made the error.
(1) it helps learners to be budding
(2) points out the error in general and
writers.
lets the student try to correct
(2) it gives exposure to different himself first.
grammatical forms and structures.
(3) ignores the error as it may hamper
(3) it develops moral values among their learning.
the learners. (4) asks other students to help him as
(4) it exposes them to different peer tutoring is must in schools.
genres, culture and social issues.
111. As a pair activity the teacher gives her
learners almost the same pictures and
108. A teacher makes her learners respond
asks them to find the difference
to her actions and speech only by
between the two students, ask each
bodily movements. What is this known other questions to discover how the two
as ? pictures are different. This can be a
(1) Total Physical Response (1) grammar activity
(2) Task Based Language Teaching (2) speaking activity
(3) Communicative Approach (3) cloze based activity

(4) Play-way method (4) crosswords activity

I (38) P-I
112. A student of class IV is having some 117. A teacher is facing the problem of
problem in writing. She may have students’ poor spelling. She listed the
(1) dyslexia probable causes for it and then
(2) dysgraphia decided to frame some steps to
overcome it. This whole process is
(3) dysphasia
(1) Problem solving
(4) dyscalculia
(2) Improving spelling
113. It specifies the rules which govern the (3) Action research
arrangement of words into phrases, (4) Applied research
clauses and sentences.
(1) Discourse
(2) Semantics 118. Reading picture book means
(3) Syntax (1) exposing learners to different
(4) Cohesion styles of drawing.
(2) to help learners to understand and
114. A teacher of class VI has labelled the analyse the pictures.
classroom objects such as blackboard, (3) to help learners to draw neat and
door, window, fan, table, chair etc. in colourful pictures.
different languages (Hindi, English, (4) that children love pictures and it
Urdu, Sanskrit etc). Here the will be a fun loving class.
classroom as a whole
(1) is learning through grammar
translation method. 119. Before starting a new chapter from a
(2) is creating a language confusion in textbook, a teacher should at first
students. focus on ________.
(3) is focusing on three language (1) the background setting of story, its
formula. history etc.
(4) is a rich resource for promoting (2) the work profile of the poet/writer.
multilingualism.
(3) relating the story with the
previous experiences of learners.
115. The assessment process not only
(4) the grammatical structures in the
assesses students’ learning but also
chapter and difficult words.
assesses teacher’s teaching process.
This statement is
(1) fully wrong 120. Teacher asks learners to read aloud in
(2) fully right the English class. This way of reading
(3) partially right will
(4) baseless (1) enable learners to develop reading
skill with understanding.
116. The language which is learnt from (2) enable learners to read with
environment without any explicit correct pronunciation using the
teaching is punctuation marks.
(1) First language (3) enable a learner to be a fast reader.
(2) Second language (4) help the teacher to complete the
(3) Third language syllabus within the stipulated
(4) School language time.
P-I (39) I
 – IV
 – I

 :   – IV .. 91  120)           – I 
    
 –         91.        
 (91  99 )     ?
      (1)   
(2)   
       
(3)   
 ,           (4)   
       
    ,      92.       
   ?
   , , , ,  
(1)       
        ,
(2)     
          (3)     
,           (4)     
     -     
            93.  - ,  –

,         (1)    
(2)       
          
(3)     
           
(4)        
             
,         
94. , , ,    
          
   ?
       ,    (1)    
            (2)    
         ,   (3)      
       (4)   -  
I (40) P-I
95.      ?        (
(1)  100  105 )     

(2)    

(3) 
     
(4) 
   ,     
96.    –
     -  ,
  _____     
       , ,  ,
(1)     ,     
(2) 
     -,
(3) 
     ,
(4) 
 -      
97. ‘-’    –
   ,    ,
(1) 
   ,    
(2) 
(3)     ,     

(4) 

100.   -     

98.       ?    ,  –
(1)  (1)       
(2)  (2)       
(3)  (3)       
(4)  (4)       

99.        ? 101. ‘     ’     –

(1)   (1)       

(2)   (2)       
(3)   (3)       
(4)   (4)      
P-I (41) I
102.        –  –        
    :
(1)  

(2)   106.     _____     

(3)   (1)  

(4)   (2)  

(3)  

103. ‘’     –
(4)  
(1) 

(2) 
107.         
(3) 
  ?
(4) 
(1)         

(2)  -  :    

104. ‘’  -  –
(3)  -     
(1)  + 

(2)  +  (4)         

(3)  + 

(4)  +  108. -     

      _____, 
  _____   - 
105.        
_____     
  -
(1) , , 
(1)    

(2)     (2) , , 

(3)     (3) , , 

(4)     (4) , , 

I (42) P-I
109.    - 112.       
       
(1)          ?
(2)  :     
(1) -
(3)      
  (2) 

(4)         (3)  

(4)  

110.    -   
     –
113.         ‘’
‘           ‘’      
 ?’      ?
   _____    
     ?
(1) 
(1)   
(2) -
(2)    
(3)  
(3)     
(4) 
(4)    

114.  :    

111.        
     ?  _____    

(1)   (1) 

(2)   (2) 

(3)    (3) 

(4)    (4) 

P-I (43) I
115.   _____    118.      _____  _____ 
        

(1)  (1) , 

(2)  (2) , 

(3)  (3) , 

(4)  (4) , 

116.         119.   -   
       ?     _____    
 
(1)  
(1)  
(2) -
(2) -
(3) -
(3)   
(4) -
(4)  

117.     _____  120.     -  
        ,  –

(1)   (1)     

(2)    (2)       

(3)    (3)        

(4)     (4)      

I (44) P-I
PART – V
LANGUAGE – II
ENGLISH

IMPORTANT : Candidates should attempt questions from Part – V (Q. No. 121-150),
if they have opted for ENGLISH as LANGUAGE – II only.

Directions : Read the passage given below 6. Studies suggest that people who space
and answer the questions that follow (Q. No. words widely like freedom and
121 to 128) by choosing the correct/most independence, whereas those choosing
appropriate options : to write with small spaces prefer to be
among others and do not like to be
1. The study of handwriting is known as alone.
graphology and it has been practised for
hundreds of years. Professional forensic
graphologists have worked on many 121. A graphologist can give accurate
court cases to use handwriting to link information about
suspects with crimes. (1) a person’s popularity graph.
2. Handwriting is particularly important (2) a person’s mental health.
legally in the case of signatures and (3) setbacks a person is likely to face
proving whether signatures are real or in future.
forged can be pivotal. Graphologists also (4) a person’s chances of success.
work to verify whether autographs are
real or fake.
122. A person who writes with large letters
3. Some handwriting analysts also study
writing samples to determine personality that cross over to the top line is likely
types and some businesses commission to be
this analysis before hiring new (1) outgoing.
employees. The method is even (2) introverted.
sometimes used to help couples see if (3) aggressive.
they are compatible. According to (4) diffident.
graphologists, there is very little you
can’t tell from a persons’ handwriting.
123. An attention seeking, confident person
4. From psychological conditions like high writes with
blood pressure and schizophrenia to (1) tiny letters.
personality traits like dominance and
(2) cursive letters.
aggression : if you write by hand,
graphologists can analyse you. (3) large letters.
(4) rounded letters.
5. Everything from the size of your letters
124. Read the following statements :
to how closely you space words can
reveal intricate details of your A. Graphology has been practised
personality. In general, the size of your for thousands of years.
letters can reveal whether you are shy or B. A person’s handwriting reveals
outgoing. Compared to a standard lined
sheet of paper, if you write with tiny everything about him.
letters that do not reach the top line, you (1) A is true and B is false.
are likely to have a timid and introverted (2) A is false and B is true.
personality. If you write with large
letters that go over the topline, you are (3) Both A and B are true.
likely to be the opposite : outgoing, (4) Both A and B are false.
confident and attention seeking.
P-I (45) I
125. Which one of the following words Directions : Read the passage given below
is similar in meaning to the word, carefully and answer the questions
‘verify’ (Para-2) as used in the that follow (Q. Nos. 129 to 135) by
selecting the correct/most appropriate
passage ?
options.
(1) Clarify
(2) Confirm 1. There is something we all want to do,
(3) Notify although few of us readily admit it : Get
rid of guests.
(4) Discover
2. For nine months in the year, only my
closest friends come to see me. Then,
126. Which one of the following words is when temperatures start soaring in the
opposite in meaning to ‘reveal’ (Para- plains, long-lost acquaintances suddenly
remember that I exist, and people whom
5) as used in the passage ?
I am barely able to recognize appear at
(1) Blacken the front door, willing to have me put
(2) Repeal them up for periods ranging from six
days to six weeks.
(3) Conceal
3. Occasionally, I am the master of the
(4) Teal situation I inform them that the cottage
is already bursting, that people are
sleeping on the floor. If the hopefuls
127. Which part of speech is the underlined start looking around for signs of these
word in the following sentence ? uncomfortable guests, I remark that they
Graphologists can verify whether the have all gone out for a picnic.
autographs are real or fake ? 4. The other day I received visitors who
proved to be more thick-skinned than
(1) Adverb
most. The man was a friend of a friend
(2) Preposition of an acquaintance of mine. I had never
(3) Pronoun seen him before. But on the strength of
this distant relationship, he had brought
(4) Conjunction his family along.
5. I tried the usual ploy but it didn’t work.
128. Which of the following statements is The man and his family were perfectly
not true ? willing to share the floor with any others
who might be staying with me.
Handwriting is used by graphologists
to 6. So I made my next move. ‘I must warn
you about the scorpions’, I said. The
(1) nail criminals.
scorpion-scare is effective with most
(2) verify genuineness of signatures. people. But I was dealing with
(3) help couples to determine their professionals. The man set his son
suitability to each other. rolling up the carpet. ‘Sometimes
(4) predict about a person’s future centipedes fall from the ceiling’, I said
criminal tendency. desperately.
I (46) P-I
7. We were now interrupted by someone 132. Which one of the following words is
knocking on the front door. It was the similar in meaning to the word,
postman with a rejected manuscript, his ‘readily’ (Para 1) as used in the
passage ?
arrival inspired me to greater
(1) frankly
inventiveness.
(2) easily
8. ‘I’m terribly sorry’, I said, staring hard
at a rejection slip. ‘I’m afraid I have to (3) efficiently
leave immediately. A paper wants me to (4) plainly
interview the Maharishi. I hope you
won’t mind. Would you like the name of 133. Which one of the following words is
a good hotel ?’ opposite in meaning to the word,
9. ‘Oh, don’t worry about us’, said the ‘soaring’ (Para 2) as used in the
passage ?
woman expansively. ‘We’ll look after
the house while you are away.’ (1) hovering
(2) exasperating

129. Which one of the following ploys does (3) falling

the author not use to get rid of (4) deteriorating
unwanted guests ?
(1) The place is infested with 134. Which part of the following sentence
scorpions. contains an error ?
(2) Centipedes fall from the ceiling. Both Raghunath as well as Ravish
(a)
(3) There is acute water scarcity.
have given their consent
(4) He has already too many guests. (b) (c)
to the new proposal
(d)
130. Which of the following does not apply
to the unwelcome guests ? (1) (d)
(1) They are utterly shameless. (2) (a)
(2) They want to enjoy themselves at (3) (c)
the author’s expense. (4) (b)
(3) They are thick-skinned.
(4) They don’t have enough money to
stay at a hotel. 135. Which of the following is true ?
People who visit the author at the
131. The postman delivered to the author
onset of the summer are
(1) a letter inviting him to interview
the Maharishi. (1) his old school mates.
(2) his rejected manuscript alongwith
a cheque. (2) his closest friends and relatives.
(3) his rejected manuscript alongwith (3) people whom he hardly knows.
a rejection slip.
(4) a letter commissioning him to (4) his colleagues.
write a new novel.
P-I (47) I
Directions : Answer the following questions 140. As per Stephen Krashen, “The
by selecting the most appropriate effective language teacher is someone
options. who can provide input and help make
it _________ in a low anxiety
136. Which one of the following activities
situation.
comes under CALP ?
(1) Writing book reviews (1) easier
(2) Making reservations
(2) grammatical
(3) Answering calls
(4) Making an appointment for a (3) comprehensible
saloon
(4) fluent
137. The branch of linguistics that deals
with the explanation of the relation
between language and society is 141. A teacher divides the class into groups
known as _________ of five and asks them to discuss what
(1) Societal language they would do if they were caught in
(2) Psycholinguistics one of the following situations :
(3) Sociolinguistics
(4) Anthropological linguistics  Their friend falls down in the
play field and is hurt…..
138. Formative assessment helps in  They are trapped in a building
(1) assessing a teacher’s efficiency in
on fire…….
teaching.
(2) providing qualitative feedback to  They are stuck up in a traffic
learners to improve. jam…….
(3) creating an environment where
learners can compete with each This activity is based on ________
other. (1) Grammar translation method
(4) engaging learners in meaningful
(2) Audio lingual approach
tasks and preparing them for
competitive exams. (3) Communicative Language
Teaching (CLT) Approach
139. Communicative language teaching
method in English lays stress on giving (4) Structural Approach
opportunities to learners to
participate in a purposeful talk in the
classroom as it promotes 142. The one that cannot be further
(1) the use of mother tongue freely in divided into smaller grammatically
the classroom. meaningful components is _________
(2) learners to encounter with real life
(1) a phoneme
situations.
(3) their written expression in the (2) a morpheme
classroom. (3) a diphthong
(4) learners to minimize spelling and
grammatical errors. (4) syntax
I (48)
143. Alka, a student of class III often
makes a mistake between /sh/ and /s/.
As a language teacher your
interpretation will be
(1) Alka is a careless student.
(2) It’s due to influence of her dialect
or language.
(3) Alka’s pronunciation is not clear
hence you will give her more
practice.
(4) As a teacher you will ignore such
silly mistakes.
144. A language teacher asks students to
make a butterfly with paper by
following her instructions. This
activity will help the students to
develop _________.
(1) paper making skill
(2) listening comprehension
(3) paper folding skill
(4) reading comprehension
145. A language teacher asks students to
collect flowers to make a flower scrap
book. She also asks them to write the
name of each flower in their language
and in English. This activity will help
her to promote _________.
(1) a love for nature
(2) integration of subjects
(3) multilingualism
(4) language across the curriculum
146. In which of the following the role of
the learner is that of an independent
learner ?
(1) Teaching Aid
(2) Building as a Learning Aid
(3) Teaching learning materials
(4) Integrated materials
P-I
147. Creating a reading corner in the
classroom helps ________
(1) children to learn and revise their
syllabus thoroughly.
(2) to provide opportunities to
children to select books
independently as per their interest.
(3) the children but burdens the
teacher to maintain a register and
keep record of their work.
(4) to share the responsibility of the
librarian as the books are issued
by the teacher.
148. Small kids at their initial stage love to
move pen and pencil in to and fro or
up and down position. This way of
writing is _________
(1) drawing
(2) scribbling
(3) invented writing
(4) zig-zag writing
149. In a language classroom a teacher is
asking students to interact in groups
and then share their personal
response to the poem with each other.
This task promotes social interaction
as advocated by _________
(1) Chomsky
(2) Piaget
(3) Skinner
(4) Lev Vygotsky
150. In a language classroom you have
asked students to write down the
directions for reaching your home
from school. When students have
written down the directions, they will
then present their directions in pairs
to each other. This activity will help to
increase
(1) their CALP (Cognitive Academic
Language Proficiency).
(2) their Basic Interpersonal
Communication Skills (BICS).
(3) their directional sense which a
student often confuses.
(4) the integration of language with
science.
P-I (49) I
 – V
 – II

 :   – V .. 121  150)           – II 
    

        ( . 122.         ?
121  128 )   /    
(1) 
  
(2) 
         (3) 
            (4) 
        
        ,   
123.        ,
             -
          – (1)        
,        
(2)      
         
(3)       
    ,     
(4)       
         
          
124.       –
     
(1) 
       
(2) 
         
(3)  
      
(4) 

121.         

125. ‘ ’  ‘’ _____   
  -
(1)  –  (1) 

(2)   (2) 

(3)   (3) 
(4)   (4) 
I (50) P-I
126. ‘’  -  –  , :      
(1)  +   

(2) : +            
   ,        
(3) : +            
(4)  +           
          
   ,   -  
127.   -      ?          ,  
(1)            , 
          
(2) 
         
(3)             
(4)             
     -    
      
128.    _____    
 
129.      -
(1)   (1) 
(2)   (2) 

(3)  (3) 

(4) 
(4) 

130.         

        ( . ?
129  135 )   /     (1)  
  :
(2)  
     ,   (3)  
         50  (4)  
          
         
           131.   -      ?
           (1)  
            (2)  
            (3)  
           
(4)  
P-I (51) I
132.      –  –        
    :
(1) 
(2) 
136.        –
(3) 
(1)  
(4) 
(2) -

133. ‘:       (3)  
 ’      –
(4)  
(1) 
(2) 
(3)  137.      -
        –
(4) 
(1)    

134.      – (2)     

(1)  –  (3)  :
(2)  – 
(4)  
(3)  – 
(4)  – 
138.       - 
        -
135.       - 
  ? (1)  - /  

(1)       (2)     

(2)       (3)     
(3)      
(4)     
(4)        
I (52) P-I
139.     -  142.    -   
    - -     ?

(1)  - (1)       

  
(2) -    
(2)      -
(3)    
   
(4) ,    
(3)        
  
140.  –        (4)       
           
   -

(1)    143.   -    , 

(2)     -

(3)     (1)      

(4)     (2) -    

(3)       

141.          (4)       
  ‘  ’    
          144.        
     ,   -       
  ‘’ ‘’            : _____  
    -    
(1)     (1) 
(2)      (2) 
(3)     (3) 
(4)     (4) 
P-I (53) I
145. ‘  ’  _____   148.     _____   
  _____       

(1)  (1) , 

(2) , 
(2) 
(3) , 
(3) 
(4) , 
(4) 

149.  ,      

    _____  _____ 
146.        
       
  -     ?
(1) , 
(1) ‘ ’    
(2) , 
(2) ‘
’    
(3) , 
 
(4) , 
(3) ‘’     
 
150.       
(4) ‘ ’           
            
      ?
147. ‘’ _____      (1)         

(1)     (2)    - 
   
(2)     
(3)     
(3)          

(4)      (4)   – 

     
I (54) P-I
SPACE FOR ROUGH WORK
P-I (55) I
SPACE FOR ROUGH WORK
 (56)
READ THE FOLLOWING INSTRUCTIONS
CAREFULLY:
1.
1. The manner in which the different questions are to
be answered has been explained in the Test Booklet
which you should read carefully before actually
answering the questions.
2. Out of the four alternatives for each question, only 2.
one circle for the correct answer is to be darkened OMR 2
completely with Blue/Black Ball Point Pen on
Side-2 of the OMR Answer Sheet. The answer once
marked is not liable to be changed.
3. The candidates should ensure that the Answer Sheet 3.
is not folded. Do not make any stray marks on the
Answer Sheet. Do not write your Roll No. anywhere
else except in the specified space in the Answer Sheet.
4. Handle the Test Booklet and Answer Sheet with care, 4.
as under no circumstances (except for discrepancy
in Test Booklet Code or Number and Answer Sheet
Code or Number), another set will be provided.
5. The candidates will write the correct Test Booklet
Code and Number as given in the Test Booklet / 5.
Answer Sheet in the Attendance Sheet.
6. A machine will read the coded information in the OMR
Answer Sheet. Hence, no information should be left
incomplete and it should not be different from the
information given in the Admit Card.
7. Candidates are not allowed to carry any textual 7.
material, printed or written, bits of papers, pager,
mobile phone, electronic device or any other material
except the Admit Card inside the examination hall/
room.
8. Mobile phones, wireless communication devices
(even in switched off mode) and the other banned
items should not be brought in the examination halls/
rooms. Failing to comply with this instruction, it will
be considered as using unfair means in the
examination and action will be taken against them
including cancellation of examination. 9.
9. Each candidate must show on demand his / her Admit
Card to the Invigilator.
10.
10. No candidate, without special permission of the Centre
Superintendent or Invigilator, should leave his / her seat.
11. The candidates should not leave the Examination Hall/ 11.
Room without handing over their Answer Sheet to the
Invigilator on duty and sign the Attendance Sheet
twice. Cases where candidate has not signed the
Attendance Sheet second time will be deemed not to
have handed over the Answer Sheet and dealt with as
an unfair means case. The candidates are also
required to put their left hand THUMB impression in
the space provided in the Attendance Sheet.
12. Use of Electronic / Manual Calculator is prohibited. 12.
13. The candidates are governed by all Rules and 13.
Regulations of the Examining Body with regard to
their conduct in the Examination Hall/Room. All cases
of unfair means will be dealt with as per Rules and
Regulations of the Examining Body. 14.
14. No part of the Test Booklet and Answer Sheet shall
be detached under any circumstances.
15. On completion of the test, the candidate must hand 15.
over the Answer Sheet to the Invigilator in the
Hall / Room. The candidates are allowed to take
away this Test Booklet with them.